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| the modification of preexisting behavior and understanding though experience. People learn primarily by identifying realationships between events and noting the regularity in the surrounding world. |
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a simple form of adaptive learning in which responsiveness to unchanging stimuli decreases over time. |
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| a procedure in which a neutral stimulus is paired with a stimulus that elicits a reflex or other response until the neutral stimulus alone elicits a similar response. |
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| unconditioned stimulus (UCS) |
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Definition
| in classical conditioning, is the stimulus that elicits a response without conditioning or learning having to take place. |
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| unconditioned response (UCR) |
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Definition
| in classical conditioning, is the automatic or reflective response to the unconditioned stimulus |
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| conditioned stimulus (CS) |
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| in classical conditioning, is the stimulus that, only after repeated pairings with the unconditioned stimulus, causes a conditioned response that is similar to the unconditioned response |
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| conditioned response (CR) |
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Definition
| in classical conditioning, is the learned response elicited by the conditioned stimulus |
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| in classical conditioning, occurs when the conditioned stimulus, after being presented without the unconditioned stimulus, loses its predictive value. Eventually, the conditioned stimulus no longer elicits the conditioned response. In operant conditioning, a response is extinguished when it is no longer reinforced. |
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| in classical conditioning, refers to the repairing of the CS and the UCS after extinction has taken place. During reconditioning, an organism learns more quickly than it did the first time that the CS predicts the UCS. |
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| is the reappearance of the CR when the CS is presented after extinction in the absence of reconditioning |
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| in classical conditioning, occurs when an organism displays a CR to a stimulus that is similar but not identical to the CS. In operant conditioning, several different but similar stimuli can inform an organism that, if a particular response is made, a reinforcer or punishment will be presented. |
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| occurs when an organism learns that stimuli similar but not identical to the CS do not predict the occurence of the UCS. |
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| second-order conditioning |
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Definition
| occurs when a new neutral stimulus is associated with a conditioned stimulus and it comes to produce the CR in the absence of the CS |
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| holds that if a response made in the rpesence of a particular stimulus is followed by a reward, that same response is more likely to occur the next time the stimulus is encountered. Responses that are not rewarded are less and less likely to be performed again. |
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| instrumental conditioning |
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Definition
| is a procedure during which an organism learns that certain responses are instrumental in producing desired effects in the enviroment. |
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| is a synonym for instrumental conditioning |
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| a behavior that, in operant conditioning, brings about a consequence in an organism's enviroment. |
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| is anything that increases the likelihood that a behavior will be repeated. Reinforcers can be positive or negative. |
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| in operant conditioning, are like rewards. If presented following a behavior, they increase the likelihood of that behaviors future occurrence. |
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| in operant conditioning, are unpleasent stimuli that, if removed following a behavior or response, will increase the likelihood of that behavior's future occurrence. |
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| occurs when an organism learns that a particular response will terminate an aversive stimulus. |
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| occurs when an organism responds to a signal in a way that prevents exposure to an aversive stimulus. |
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Definition
| in operant conditioning, are signals to an organism that, should a particular response be made, reinforcment is available. (you know you will be rewarded if you do something specific) Such a response is said to be under stimulus control because the response is usually made when only the discriminative stimulus is present. |
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Definition
an operant conditioning process in which successive approximations of a behavior are reinforced until the entire desired behavior pattern appears. |
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inherent rewards. Thus, learning that the reinforcement is positive is not necessary. Food and water are primary reinforcers if you are hungry. |
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Definition
| those rewards that have aquired meaning by their association with primary reinforcers. |
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| partial, or intermittent, reinforcement schedules |
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Definition
| used when a desired response is reinforced only some of the time. |
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| continuous reinforcement schedule |
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Definition
| a pattern in which a reinforcer is delivered every time a particular response occurs. |
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| fixed-ratio (FR) schedules |
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Definition
| provide reinforcement after a fixed number of responses. |
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| variable-ratio (VR) schedules |
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Definition
| call for reinforcement after a variable number of responses. |
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| fixed-interval (FI) schedules |
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Definition
| call for reinforcement for the first response that occurs after some fixed time has passed since the last reward. |
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| variable-interval (VI) schedules |
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Definition
| reinforce the first response after some period of time, but the amount of time varies. |
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Term
| partial reinforcement extinction effect |
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Definition
| occurs when a partial reinforcement schedule has been used in the operant conditioning process. The more difficult it is for the organism to predict the occurrence of a reinforcement (meaning the behavior isn't rewarded every time), the harder the response is to extinguish. |
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Definition
| the presentation of an aversive stimulus, which decreases the frequency of the immediately preceding response. |
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| occurs when an organism believes that behaviors are not related to consequences. |
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| learning that is not demonstrated at the time that it occurs. |
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| are mental representaions of the enviroment. |
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| is the sudden grasp of new relationships that are necessary to solve a problem and that were not learned in the past. |
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| occurs when people learn by watching other's responses. Learning takes place even if others' responses were not rewarded. |
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| occurs when an organism learns the relationship between a response and its consequenses (either reinforcement or punishment) by watching others. |
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| the process of coding information so that it can be placed in sensory, short-term, or long-term memory. There are three types of encoding: visual, acoustic, and semantic. |
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| represents the sounds we hear in memory. |
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| represents the images we see in memory. |
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| semantic encoding represents |
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Definition
| the meaning of experiences or factual information in memory. |
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| the process of maintaining or keeping a memory. |
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| the process of transferring memories from storage to consciousness. |
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| any memory of a specific event that happened while you were present. |
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Definition
| contains factual knowledge. This memory differs from episodic memory in that its contents are not associated with a specific event. |
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| procedural memory (skill memory) |
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Definition
| holds "how-to" methods or processes that usually require some motor movement. |
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| the process of purposely trying to remember something. |
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| the subconcious recall or influence of past experiences. |
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| levels-of-processing memory |
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Definition
| holds that differences in how well something is remembered reflect the degree or depth to which incoming information is mentally processed. |
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Definition
| repeating information over and over, keeps information in short-term memory. |
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Definition
| involves thinking about how new material is linked or related in some way to information already stored in long-term memory. It is an effective method of encoding information into long-term memory. |
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| transfer-appropriate processing model |
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Definition
| suggests that memory retieval will be improved if the encoding method matches the retrieval method. |
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| parallel distributed processing (PDP) models |
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Definition
| of memory suggest that the connections between units of knowledge are strengthened with experience. Tapping into any connection (via a memory process) provides us with access to all the other connections in the network. |
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| information processing model |
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Definition
| of memory has three stages: sensory memory; short-term, or working, memory; and long-term memory. |
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Definition
| holds sensory information for a fraction of a second in sensory registers. If the information is attended to and recognized, perception takes place, and the information can eneter short-term memory. |
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Definition
| hold incoming sensory information until it is processed, recognized, and remmebered. There is a sensory register for each sense. |
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| determines what information is held in sensory registers. Information that is not attended to decays and cannot be processed any further. |
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receives information that was perceived in sensory memory. Information in short-term memory is conscious but quite fragile and will be lost within seconds if not further processed. |
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| is the part of the memory system that allows us to mentally manipulate information being held in short-term memory. |
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Definition
| the largest number or items or chunks of information that you can recall perfectly from short-term memory after one presentaion of the stimuli. Most people have an immediate memory span of five to nine items. |
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Definition
| are meaningful groupings of information that you place in short-term memory. The immediate memory span of short-term memory is probably between five and nine chunks of information. Each chunk contains bits of information grouped into a single unit. |
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| a research method that prevents rehearsal. A person is presented with a group of three letters and then counts backward by threes from an arbitrarily selected number until a signal is given. The counting prevents the person from rehearsing the information. |
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Definition
| is the stage of memory in which the capacity to store new information is believed to be unlimited. |
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| occurs when we remember words at the beginning of a list better than those in the middle of the list. |
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